Essay Guide

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Overview of How to Write an Essay Writing essays is a major element of your education at the university level. Effective writing gives you the ability to express your ideas, theories, arguments, and projects clearly. The skills you acquire at the university level through writing essays will be aimed at practical business applications that you will be able to use in the workplace. The following information provides a succinct overview of the elements you need to know to begin writing an essay. It will help you on your writing journey. Types of Essays Narrative A narrative essay is a story told by a narrator. Generally, a narrative discusses the personal experience of the author (the first person point of view), but it can also be written about things that happen to others (third person point of view). A narrative typically involves characters, a setting, specific and vivid details, and a series of events that can include current incidents, flashbacks, or dialogue. Cause and Effect A cause and effect essay explores why events, actions, or conditions occur (cause) and examines the results of those events, actions, or conditions (effect). For example, a cause could be purchasing a new expensive home. The effect might be fewer family vacations, more time spent on upkeep, or less time with family because of extra work hours to pay for the home. Comparison and Contrast A comparison and contrast essay shows the relationship between two or more elements. The items can be compared by similarities and differences or both. The important thing to remember about a comparison and contrast essay is that the items to be compared or contrasted must share some common characteristics. In other words, one cannot compare a trip to France and a gourmet dinner because no similar points between the two subjects can be compared. However, an effective comparison and contrast essay can be written about motorcycles and automobiles because they are both motor vehicles, which is the basis for comparison. A comparison and contrast essay can be structured three ways: point by point, subject by subject, or mixed sequence in which both point by point and subject by subject structure are used. Some of the points of comparison between the topics of motorcycles and automobiles could be cost, upkeep, and safety. See the following examples of the possible structures for an effective comparison and contrast essay on this topic:
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Point by Point Structure 1. Cost a. Motorcycle b. Automobile 2. Upkeep a. Motorcycle b. Automobile 3. Safety a. Motorcycle b. Automobile Mixed Sequence Structure 1. Motorcycle [subject] a. Cost b. Upkeep 2. Automobile [subject] a. Cost b. Upkeep 3. Safety [point] a. Motorcycle b. Automobile Classification
Subject by Subject Structure 1. Motorcycle a. Cost b. Upkeep c. Safety 2. Automobile a. Cost b. Upkeep c. Safety
A classification essay allows a writer to examine a subject by grouping it into categories that will make the subject easier to understand. A good example of classification is the classified ads in a newspaper. This section groups advertisements according to the type of goods or services, which enables readers to locate items easily. In a classification essay, for example, colleges could be placed into categories such as technical colleges, business colleges, two-year community colleges, and four-year universities. Grouping higher education in this way permits the writer to create a basis of comparison for each type. Be careful in a classification essay not to select too many categories. Discussing three or four elements in detail is more effective than writing one or two sentences about each of 10 topics. Outlining a classification essay before you write helps you to group characteristics under each category and helps to distinguish the topics from one another. Division A division essay separates one whole element into parts so that it can be understood. For example, division might be used to describe objects such as the parts of a car or the contents of a tube of toothpaste. In these examples, the entire subject would be broken down into its parts, i.e.,
engine, brakes, and transmission are components of a car. The car could be explained by describing each of the important parts. In addition, division can be used to explain a contract or a process. Analysis An analysis essay offers a general statement about the subject, analyzes the parts or elements, and provides evidence to support a claim about the topic made by the writer. A well-developed analysis essay contains the logic and deductions of the writer in addition to quoting or paraphrasing facts from outside sources. See the analysis essay Writing Wizard in the Center for Writing Excellence for more information about writing an analysis essay. Argument or Persuasion An argumentative essay (also called a persuasive essay) requires the writer to take a position on a subject and support that position with evidence. In an argument essay, the writer tries to convince the reader to accept a certain point of view or to perform a particular action. This type of writing should appeal to the reader's reasoning (rational or ethical appeal) or feelings (emotional appeal). However, a rational or ethical appeal in an argument essay is usually more effective than an emotional appeal, which is frequently based on personal experience. The Prewriting Process Preparing to Write Identifying the Audience Readers needs determine what you write in an essay and how you present the information. A report about the Hubble Telescope for aerospace engineers contains different information and wording from a report about the subject for social studies teachers. A magazine article for college-educated women is written differently from an article about the same topic for boy scouts. Your instructor and your classmates generally constitute the audience for most academic papers. However, the audience for other writing projects is usually more diverse. Use the following questions as a guideline for writing documents geared to a more varied audience. Consider the following elements when determining your audience: 1. Age 2. Education 3. Economic background 4. Ethnic background 5. Gender 6. Hobbies or activities 7. Occupation (student, professional colleague, unknown individual, etc.) 8. Political, religious, or moral beliefs and values 9. Socioeconomic role (potential employer, car buyer, spouse, child, etc.)
Answering the following questions helps you to know and to understand your audience: 1. Why is he or she reading your document? 2. What do you wish this individual to know, think differently about, or do after reading your document? 3. What does he or she probably know about the topic already? How much information do you need to fill in? 4. What, if any, specialized language should you use with this audience? 5. What information might surprise, excite, or offend the reader? How should you deal with those subjects? 6. How do you expect the reader to read the document (reading every word from the top, scanning for specific information, or browsing for conclusions)? Will headings, summaries, tables of contents, or indexes aid the reader? Knowing as much as you can about your audience enables you to construct an appropriate and effective message. Determining the Purpose Your reason for writing is the purpose for communicating to the readers. To determine the purpose, you must understand what your assignment requires and the best way to achieve that objective. Read the parameters of the assignment carefully. Note any signal words that might tell you what the instructor expects: analyze, explain, compare and contrast, classify, persuade, etc. You cannot write an effective essay unless you are aware of why you are writing. If you have any questions about the purpose, be sure to ask your instructor. You may be asked to explore your feelings about a subject, or you may be asked to write about a personal experience. In these cases, not writing in the first person (which is using the pronoun "I") would be awkward. For example, "The writer visited the scenic canyon dam" would be an odd statement if "the writer" is you. A better statement would be this: "I visited the scenic canyon dam." Remember that as a general rule, academic writing uses the third person. Instructors assignments may require you to suspend judgment and present the results of your research and discoveries in the third person (using the pronouns "he," "she," "it," and "they"). For example, "Tourists agree that the scenic drive at the foot of the reservoir's dam is great, but they worry about the safety of the drive because of the dams construction problems." If the assignment requires you to include your opinion about the published material, it may still be most effective and more academic to use the third person. You can include your opinion without using "I" or "my": "Creation of the scenic drive at the foot of the reservoir's dam could prove to be disastrous in spite of the tourist attraction. A hiker walking below the dam can spot numerous cracks in the dam's foundation; the dam is a disaster waiting to happen."
You should be able to answer the following questions before you begin to write: What do I want my readers to know? Why am I writing (to analyze, to explain, etc.)? How can I best fulfill the assignment? The answers to these questions create your objective. When you can state your objective in a single sentence, you have created a tentative thesis sentence. Recognizing your purpose is an essential element in the writing process. If you do not understand what or why you are writing, the reader is not going to understand either. You must know why you are writing before you continue with the rest of the writing process. Evaluating the Assignment Part of determining your purpose is understanding the parameters of the assignment. When you have clear answers to the following questions, you are ready to begin the writing process. What type of essay are you being asked to write? (narrative, cause and effect, etc.) What is your proposed topic? How many references are required? What is the word or page requirement?
Calculating Document Length Be sure to follow the parameters for the required length of your essay. Usually, the length is listed in the assignment as the number of words rather than the number of pages. Generally, one double-spaced page written in 12-point Times Roman font (Courier and Arial are also okay) without headings contains about 250-300 words. Do not include the number of words on the title page or in the references as part of the word-length requirement. To locate the word count in a document, use the following instructions, depending on which version of Word is being used. In Word 2003, highlight the part of the document you wish to count words in, and click on the Tools menu for Word Count. In Word 2007, highlight the words, then access the Review tab and select the Word Count option. Acquiring Information: The Research Process Locating Basic Information Before beginning to put words on paper, you will probably need to investigate sources to learn something about the topic. Some people begin by doing basic research to obtain broad information about the topic, such as from an encyclopedia. However, keep in mind that information from general websites and encyclopedias should not be used in academic documents. Although you can obtain a broad overview of the subject from an encyclopedia or
general Internet reference, avoid using the following sources in an academic paper: articles from general encyclopedias, Wikipedia, About.com, and personal blogs. In addition, investigate information from .com and .net sites to determine reliability before using the information in an academic essay; these commercial sites may not have credible information needed for academic research. Searching More Specific Sources Once you have a broad knowledge of the topic, you can search for sources that provide information that is more specific. Sometimes you can find sources mentioned in the general reference material. For example, after you have located general information about a social science such as psychology from Wikipedia.org, The International Encyclopedia of Social & Behavioral Sciences (2010) could be used in a paper about the history of psychology. Although you would not cite the Wikipedia information in the paper, the data located in the technical encyclopedia can be used. Identifying Secondary Sources Frequently, a source will include information that came from other sources. This is considered a secondary source. When possible, locate the original source rather than relying on second-hand data. Of course, if access to the original source is impossible, in APA style, the information can be cited as a secondary source. Determining the Credibility of each Source Ask yourself the following questions to decide whether a source is credible. If it is not credible, the source should not be used in the paper. 1. Who is the author? 2. What is the publication date? 3. What is the extension of the Internet source (dot com, dot org, etc.)? 4. What source material is provided in the reference? 5. How was the information retrieved? Sources retrieved from a university library can be considered reliable information. These library sources are more appropriate for academic writing than those obtained through a general search engine such as Google. See the information about evaluating Internet sources in the Plagiarism Guide from the Tutorials & Guides section of the Center for Writing Excellence for more information about evaluating Internet sources.
Taking Appropriate Notes An ideal note-taking system enables you to write down all information pertinent to your essay so that you will not have to return to the source. As you take notes, be sure to evaluate and organize information. This saves time and energy and makes the writing process easier. Read the information from the reference and write clear and detailed notes for each source, including citation information. In going over their notes later, many students find that the necessary page numbers or publication information for a source is missing. This requires the unnecessary step of returning to the source to obtain the required information to use it in a paper. A good policy to follow is to create a citation for a source before beginning to take notes. A word of caution: Be sure to use quotation marks in your notes for anything copied directly from the source to avoid confusion about which information is paraphrased and which is quoted directly. This will help you avoid plagiarism in the final paper. The Writing Process Placing Words on Paper The best way to begin writing an essay is to do some prewriting activities before attempting to place words on a blank computer screen. Some prewriting activities are explained below. Freewriting The purpose of freewriting is to free ideas from your subconscious. As a result, freewriting may give you access to insights and ideas you were unaware of. During freewriting, ignore the hesitations in your mind and just write! What you write is not as important as continuing to write! Keep at it, even if it means writing the same word repeatedly until a new one appears in your mind. Do not block ideas that might seem inappropriate or repetitious, and do not worry about grammar, punctuation, or spelling. Time yourself from five to seven minutes and follow these three rules for freewriting. 1. Write fast 2. Dont stop writing 3. Write everything that comes into your mind (even if it does not seem to have anything to do with the topic!) Freewriting actually accomplishes two purposes: It can help you generate ideas for your topic and eliminate possible topics you might have been considering. Brainstorming While freewriting is written in sentences (or partial sentences), brainstorming allows you to write down random ideas. You can jot down single words or phrases in a notebook, on sticky notes, or on the computer. The key to successful brainstorming is to focus on a subject for a time (say, 15
minutes) and write down every detail or idea that comes to mind. As in freewriting, do not worry about grammar or spelling; write ideas, words, and insights that apply to the subject in any way. Once you have finished brainstorming, your notes may provide new approaches or perspectives to the subject that you had not previously known.
Brainstorming with Colleagues Sometimes the old adage of two heads are better than one works nicely when brainstorming topics. Because of differences in knowledge and experience, ideas from others could help you narrow your focus to one or two topics. Talking with a classmate about ideas might help you see a topic from a new perspective. Use the following suggestions when brainstorming ideas with a colleague: 1. Discuss the parameters of the assignment so that you both have a clear understanding of the requirements. 2. Present some of your own ideas about one or two broad topics that interest you. 3. Ask general questions about your possible topics. 4. Listen to ideas from your classmate with an open mind. 5. Ask specific questions that might help you focus on a precise approach to a topic. Keep in mind that you can brainstorm with a classmate at any stage in the writing process. Clustering (Mind Mapping) Similar to freewriting and brainstorming, clustering is a technique for generating ideas, but clustering is even more focused. Start with your main topic, and write it in the center of the page with a circle around it. Think of words or ideas related to that central topic, and write them around the outside of the circle, connecting each one to the main topic with a line. Then think of words related to each of the subtopics, write them in circles, and connect them with lines. In the diagram below, the main idea of fishing has generated three subtopics: fly, deep sea, and pole fishing. The words or ideas that pertain to each of the subtopics have been attached to the appropriate subtopic with lines.
Waders Deep Sea Fishing
Fly Fishing
Boat Flies Fishing
Pole Fishing Gear Bait
The value of clustering is that you can see a general picture of your essay at a quick glance. Looking at the subtopics might give you ideas as to other thoughts that could be written down and connected to a specific subtopic. Any of the techniques of freewriting, brainstorming, or clustering can serve to move your writing out of the starting gate. Most students find that once they have begun, it is not as hard to continue. Starting can be the hardest part. Writing a Tentative Thesis Sentence The thesis sentence provides the main idea of the essay in a single sentence. It has three functions: 1. Narrows your subject to a single idea 2. Names the topic and provides something specific about it 3. Provides a preview of the way you will arrange ideas The thesis sentence, like anything else in your essay, may not jump fully formed into your head. You can write the thesis sentence and refine it as you develop the rest of the essay. Writing the thesis sentence early can give the essay some guidelines and direction. See the following examples of an effective and an ineffective thesis sentence.
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Thesis Sentence Examples Evaluate the following thesis sentences. Which is the most effective? Proper management of XYZs supply chain allows the company to remain competitive. Three changes will help XYZ remain competitive: implementing an inventory supply level for each assembly line, creating a new billing process, and developing a return policy. The second example provides information that is more specific and acts as a roadmap to guide the reader through the paper by stating how the ideas will be arranged in the essay. Creating a detailed thesis sentence makes it easier to write the essay. Using the Thesis Generator located in the Tutorials & Guides section of the Center for Writing Excellence should help you develop a focused thesis statement. Remember, however, that the Thesis Generator is only as good as the information you enter into it. Writing Topic Sentences Just as the thesis sentence states the main idea of an essay, a topic sentence states the main idea of a paragraph. A good topic sentence clarifies for both the writer and the reader the information to be included in the paragraph. In other words, the topic sentence states the point you want to make in the paragraph. The rest of the sentences in the paragraph support that main idea. Having a specific topic sentence creates unity in the paragraph. The topic sentence can be placed anywhere in the paragraph, but it is frequently the first sentence. Narrative essays might not contain explicit topic sentences. In an implied topic sentence, the rest of the sentences in the paragraph will most likely suggest the main idea for that paragraph. Developing the Topic Select a Meaningful Topic An essay is easier to write if the topic is important or meaningful to you. From the parameters of the assignment, try to select a subject that you find interesting. It is even better when you can select your own topic. However, sometimes that can be more daunting than being handed a subject by the instructor. Decide on a Specific Focus Be sure to limit your subject to a workable area. Many students tend to select a topic that is too general to be dealt with effectively. For example, terrorism is too broad a subject to cover successfully in a five-page paper. However, limiting the subject to one or two elements of
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terrorism, such as biological terrorism, provides a better focus, making it easier to write the essay. Outline the Essay Many students eliminate outlining in the writing process. However, writing an essay without an outline can create disjointed results. An outline provides the roadmap so that the essay can move smoothly from point A to point B to point C. Without an outline, the essay could easily discuss point A then point B, point A then point C, and point B (A, B, A, C). This causes confusion for the reader and creates a mediocre essay. Use your brainstorming notes to create a tentative outline of your essay. You can also create an outline by using the Thesis Generator located in the Center for Writing Excellence. After the Generator creates your thesis, click on the button marked Generate an Outline, and questions from the Generator will guide you. Avoid Personal Opinions in Academic Writing Be careful not to insert your opinions or your reactions to a subject in an academic essay. Content should be based on research and include appropriate citations and references. Writing the Essay Creating a Rough Draft Use the outline you have created for your paper to write the rough draft. Keep your notes handy so that you can transfer information from them into your essay. Follow the outline as a pattern of organization for your essay. See Organizing the Essay for more specific information about writing an introduction, a body, and a conclusion. Resting Time Before revising your essay, let it rest for a time. Beginning the revising too soon after you have written the paper could cause you to miss some important elements. Proofreading and Revising Revision should be a major part of the writing process and often takes longer than creating the first draft. After writing the rough draft and allowing rest time for your essay, you can look at the essay with new eyesa true revision. Use the following steps of the revision process to create a more effective essay. 1. Do a macro review: Read the entire essay looking for any possible problems with ideas, organization, or paragraphing. Ignore grammatical errors and formatting issues during this review.
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2. Do a second macro review after making any changes and correct additional errors. 3. Do a micro review: Read the essay aloud, focusing on grammar and formatting problems. 4. Use the essay checklist. 5. Send the essay through WritePointSM and the Plagiarism Checker in the Center for Writing Excellence and make any necessary changes. (This can also be done at any stage in the revision process.) 6. Print out the essay and read the printed copy aloud. Many times, students ignore this step, and as a result, the final paper contains formatting problems. 7. Use peer review if possible. After completing the first three steps above, you might want to take advantage of others opinions to further improve your essay. See using peer review for more information.
Organizing the Essay Writing the Introduction An introduction is required for all papers. It specifies the subject, states the thesis sentence, and generally uses a hook to create interest. The hook makes the reader want to read the essay. An effective hook captures the readers interest immediately, for example: Charlie did not look like a killer. The introduction also sets the tone of the essay. The reader should be able to tell from the introduction whether the essay is serious, lighthearted, or amusing. The introductory paragraph mirrors the entire essay: It includes an opening sentence; informational sentences, including the thesis sentence; and a smooth transition to the next paragraph. (See Effective Transitions for more information about creating effective transitions.) An introduction is the most important paragraph in the essay. It has four functions: 1. 2. 3. 4. Grabs the readers attention (hooks the reader) Sets the tone and subject of the essay Provides the thesis sentence Directs how the paper will be organized
When writing an introduction, some approaches are best avoided. Do not start sentences with "The purpose of this essay is . . ." or "In this essay I will . . ." or any similar flat announcement of your intention or topic. These statements do nothing to encourage the reader to read the essay.
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It is not always necessary to write the introduction first. Some students find it easier to write the introduction after writing the essay. Some students write the introduction first to use as a springboard to the essay. The correct method to use is whatever works best for youtry it both ways. However, if you write the introduction first, go over it carefully after the essay is finished and make any necessary changes to be sure that the introduction fulfills the four functions listed above. The introduction is an important part of the essay. Make sure to write an introduction that specifies the subject, states the thesis, creates a hook, and sets the tone. Your readers will appreciate it and eagerly read the rest of the essay. Writing the Body Use your outline to write the body of the essay and fully develop each element in the outline. The body of the essay contains the main ideas that were mentioned in the thesis sentence. Each paragraph should contain only one idea and include a topic sentence. See Writing Topic Sentences for more information. Keep the notes from your sources close at hand so that you can use those ideas in the paper. Be sure to include citations as you write the rough draft. Some students omit citations at this stage and plan to go back through the paper and add them later. This creates unnecessary work and can inadvertently lead to plagiarism. Create readable paragraphs, and use effective transitions between each paragraph. See Using Effective Transitions for more information. Writing the Conclusion The closing paragraph briefly summarizes the information from the first paragraph (without using the same words) and includes the key points from the supporting paragraphs. Do not include any new information in the conclusion. A typical academic research paper establishes a thesis statement, usually in the first paragraph, which is supported throughout the essay and reiterated in some form in the conclusion. The purpose of a conclusion is to tie everything together and end the essay with a sense of finality. Using Effective Transitions Sentences and paragraphs should transition smoothly from one to the next. Incorporate the following transitional words and expressions in your essay to create effective transitions in your essay. To add or show sequence: again, also, and, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too
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To compare: also, in the same way, likewise, similarly To contrast: although, but, but at the same time, despite, even so, even though, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, regardless, still, though, yet To give examples or intensify: after all, even, for example, for instance, indeed, in fact, of course, specifically, to illustrate To indicate place: above, adjacent to, below, elsewhere, farther on, here, near, nearby, on the other side, opposite to, there, to the east, to the left To indicate time: after a while, as long as, as soon as, at last, at length, at that time, before, earlier, formerly, immediately, in the meantime, in the past, lately, later, meanwhile, now, shortly, simultaneously, since, so far, soon, subsequently, thereafter, until, until now, then To repeat, summarize, or conclude: all in all, altogether, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, therefore, to put it differently, to summarize To show cause or effect: accordingly, as a result, because, consequently, for this purpose, for this reason, hence, otherwise, since, then, therefore, thus, to this end Using an Essay Checklist
An essay checklist might be helpful in revising your essay. Print out the following checklist and consider these important elements as you go through the revision process. Checklist PurposeDoes the paper conform to the assignment? Is the purpose consistent throughout the document? ThesisDoes the paper have a clear thesis statement? How soon does this statement appear? Has the paper clearly followed the thesis? Has the thesis been fully developed throughout the paper? StructureDo the main points of the essay support the thesis? Are the main points arranged effectively and in the order mentioned in the thesis? (If not, sometimes its easier to change the order of the thesis statement than to change the structure of the essay.) DevelopmentHow well do the supporting information, details, quotations, and evidence support the thesis? Are there parts of the essay where information is not quite convincing? Can these points be strengthened?
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ToneIs the tone of the essay appropriate for the thesis? Is some of the essay weaker in tone than other parts? Has colloquial language been eliminated? UnityDo sentences and paragraphs confirm the thesis? If not, can they be rewrittenor cut? CoherenceIs the essay readable? Are parts of it rough, choppy, or awkward? (Read it aloud if youre not sure.) Could transitions create a more effective flow? TitleDoes the title indicate the content of the essay? Is it interesting? Consider the following elements: A descriptive title is almost always appropriate A clever or witty title is more appropriate for informal writing The title should indicate the scope of the essay and apply to all parts of the essay, not to a single section or sections The title should not restate the assignment or the thesis statement or contain Paper at the end of the title, i.e., not, Comparison and Contrast Paper, but, Memos versus E-mail IntroductionDoes the introduction contain the thesis statement? Does it clarify the scope of the coverage? ConclusionDoes it pull the elements discussed in the body of the text into an easy conclusion? The conclusion should synthesize the information that went before; it should not introduce any new information. Using Peer Review Having another person read your essay and provide comments helps you further refine your essay to make it more effective. Use peer review after you have completed your rough draft and have finished the first revision. Sometimes it is helpful to write down specific questions about the essay for the reviewer to answer. Print out a hard copy of the essay and questions or e-mail the essay and questions to the reviewer. This will make it easier for the reviewer to provide specific helpful comments about possible ways to improve the essay. As a peer reviewer, follow these guidelines to provide helpful information to the writer: Be specific: Instead of saying that the essay is confusing, state that the second paragraph on page two is confusing. Then the writer knows where to fix the problem.
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Be thorough: Comment on the good qualities of the essay as well as elements that need to be improved. Be supportive: Preface a criticism with a positive statement: This nicely covers the reasons for the California Gold Rush, but I'm confused by the secondary industries. Does this mean shopkeepers in mining camps made more money than the miners? Be kind: Be honest without destroying the writer. Keep comments positive and avoid using negative language. Turn negative expressions into words that have positive connotations, i.e., use avoid instead of dont. The following is a partial list of other negative words that should be avoided: not, cant, wont, disgusting, foolish, stupid, or wrong. See the following examples of ways to turn negative comments into positive comments that will be more helpful to the writer: Negative I dont like this paragraph. It wouldnt be a bad idea to . . . . Better You might want to consider . . . . I understood this sentence to mean . . . . Did you mean something else?
Eliminate abstract terms: Words such as poor, good, weak, inadequate, unsuccessful, and so on, do not help the writer. Rather than stating the essay is poorly organized, write concrete statements: At this point, the organization of the paragraph makes me wonder why the load of bricks was mentioned here. Weren't the bricks more important in the paragraph above where the house is being built? Applying Critical Thinking Principles to your Writing People use critical thinking to analyze or evaluate ideas or concepts. As used in this sense, critical thinking is not meant negatively. Rather, it is healthy skepticismin other words, not accepting everything at face value. Critical thinking is probably one of the most important things you will learn in college. Four processes make up critical thinking: 1. Analysis 2. Interpretation 3. Synthesis 4. Evaluation Analysis is separating an element into its parts in order to understand it. For example, an advertisement on TV might seem to convince you to buy the product by its appealing images and rhetoric. Asking questions, however, will help you use critical thinking to analyze the
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advertisement. How much does it cost? Do I need it? Does the product really offer everything the advertisement proclaims? After taking the time to analyze the ad, you might decide that you are not as motivated to purchase the product. Interpretation is deciding the authors intent. All of us have beliefs, opinions, and values, and the critical thinker must discern what those beliefs and values are in the speaker or writer. Many frauds are built on people's misinterpretations of the purposes of a claim. Interpretation can often point out weaknesses in logic. For example, using critical thinking to examine and to interpret get-rich-quick schemes such as Ponzi scams may help you avoid unwise conclusions that might have appeared genuine and valid. Synthesis is the next logical step in the critical thinking process. Synthesizing what you have observed enables you to make connections between ideas or generate a new idea. Synthesis creates something new from the parts you bring to the process. Evaluation is deciding the quality and significance of what you have discovered by synthesis. Applying your own experiences, observations, and attitudes will help you determine the value of ideas. The better you become at critical thinking, the more capable you will be at evaluating words and ideas. Conclusion By following the above hints about writing and the writing process, you will produce essays that are clear, specific, and enjoyable to read. Youll also be able to incorporate this information about academic writing to writing in your workplace. Remember, good writers are valued by employers and receive the best reviews and first promotions. Happy writing on your continuous writing journey!

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Waders Deep Sea Fishing

Boat Flies Fishing

Pole Fishing Gear Bait

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